CALIFORNIA SCHOOL OF PROFESSIONAL PSYCHOLOGY (CSPP) One Beach Street, Suite 100 San Francisco, CA 94133 (415) 955-2100
Course Title: Seminar in Clinical and Ethical Issues
Course Number: PSY 7505 A8
Units: 2 per semester School: CSPP-San Francisco Term and Year: Fall 2009 Day/Time: Mondays 6:10 – 8:00 PM Room: 210
INSTRUCTOR: Stefanie F. Smith Ph.D. Contact Email: ssmith@stefaniefsmithphd.com Contact Phone: (415) 668-2622 ext 212 Office Hours: by appointment Grading: Letter grade
OPEN TO YEAR LEVEL: G-2
I. RATIONALE:
The Psy.D. and Ph.D. Clinical psychology programs are organized to enable students to build sequentially on knowledge and skills. This course is part of the shared Psy.D./Ph.D program. Each practicum experience is complimented by a didactic course for the purposes of accomplishing this integration. The second year Clinical and Ethical Issues Seminar course is the didactic course that accompanies the G-2 practicum experience. In this course students consolidate G-1 level clinical competencies and master G-2 level clinical competencies. Students draw upon skills and knowledge obtained in the first year of the program and build upon them.
More specifically, this course addresses the learning outcome of becoming familiar with written case presentation methods, ethical issues, and legal issues related to the practice of psychology.
Each course in the PsyD and PhD program is designed to accomplish program specific learning outcomes (or training goals and objectives). This course is related to the outcome of developing graduates who use ethical principles as a guide for professional practice and self-evaluation as a basis for professional growth. Ethical knowledge, commitment, and integrity, and an understanding of legal rules governing the practice of psychology are fundamental to the formation of competent, effective psychologists. This is a core course in providing this necessary knowledge and understanding, and provides essential knowledge required to meet ethical standards articulated by the APA, and by other governing organizations and institutions.
II. COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES AND ASSESSMENT:
A. COURSE DESCRIPTION AND PURPOSE: Taken concurrently with Field Practicum I by second-year clinical Ph.D. students and with Field Practicum II by clinical Psy.D. students, this seminar provides a small group format for field placement advising, discussion of agency entry issues and preparation of clinical case materials. Particular emphasis is placed on developing competency in history taking and initial interviewing, case formulation and treatment planning, and the understanding of ethical and professional issues in the context of fieldwork. B. Purpose of the Course The purpose of this course is to give an overview of ethical and legal issues in the context of clinical practice. Thus, in addition to developing skills in case presentation and formulation, students will develop knowledge in psychotherapy and the ethical and legal context within which they will practice. Students also will focus on the clinical and ethical dimensions of their current placement experiences, as well as a structure and practice in case presentation methods.
C. LEARNING OUTCOMES: Upon successful completion of the course, students will be able to: 1. Develop and structure a case presentation 2. Learn how to participate professionally in a case consultation 3. Identify a range of ethical issues 4. Increase understanding of ethical duties as developing psychologists 5. Apply an ethical problem solving method to address those concerns 6. Identify legal issues relevant to professional practice 7. Understand the legal rules governing reporting requirements and commitment practices 8. Understand and be able to apply California licensing law
D. INSTRUCTIONAL STRATEGY This course format involves student questions and problem solving, lecture, discussion, reading and presentations to promote the development of ethical, professional work with clients. With some exceptions, most classes will begin with 30 minutes of clinical supervision and ethical problem solving related to students’ practicum experiences, including both formal and “informal” case presentations. The remainder of class will typically involve lectures on the topics designated in the schedule, discussions, and questions related to those topics. Students will use the web to access some of the course readings, and a fair number of resources related to legal issues
(particularly in the spring). Vignettes will be used to illustrate problems and solutions regarding ethical/legal concerns, and to serve as focal points for discussion and lecture.
Therefore, it is expected that students will come to class prepared to discuss the assigned readings. There is a tremendous amount of material to cover, so class discussion and lectures serve to summarize and augment, but not duplicate, the readings. The class will employ various activities to accommodate all types of learners. Generally, the class activities will consist of lecture, video clips, discussion of assigned readings, and small group case study discussions.
D. MULTICULTURAL AND INTERNATIONAL ISSUES
Multicultural issues such as race, gender, class, age, disability, and sexual orientation will be integrated into the readings, lectures, discussions, and case studies. Cultural issues will be explored in terms of assessment, diagnosis, and treatment of multicultural groups. Multicultural diagnostic and ethical considerations related to the assessment of various types of mental disorders will be integrated into assigned readings, lecture, and discussion throughout the course.
E. COURSE REQUIREMENTS AND ASSESSMENT METHODS Student learning will be assessed through four methods:
1. Class Attendance and Participation (15 points)
2. Placement Presentation (5 points)
3. Ethics vignette response (30 points);
4. Formal case presentation for consultation (15 points)
5. Three quizzes on ethical/legal issues (5 points each, for a total of 15 points)
6. Ethics and Legal Codes final (20 points)
Course grading: 93 or above = A; 90 to 92 = A-; 87 to 89 = B+; 83 to 86 = B; 80 to 82 = B-; 77 to 79 = C+; 73 to 76 = C; 70 to 72 = C-; 60 – 69 = D; 59 or below = F. Note that graduate students must maintain a B average.
Class Attendance and Participation (15 points)
Class Attendance: Class attendance is embedded within the participation requirement for this course. In light of students’ professional development, it is expected that students attend every class and arrive on time. Students must attend every class with the exception of an excused absence (serious illness or emergency) which needs to be discussed with the instructor.
Class Participation: Active participation in this course is an important component of evaluating student competence. Therefore, it is essential that students prepare for each class by completing the required readings, and reviewing the relevant ethics code(s). Active participation may take the form of: (1) in class discussions of the readings, (2) questions regarding readings and/or themes discussed in class, and (3) participation in class activities. In addition, it is expected that students will continuously integrate new learning each week with the previously learned material to build a comprehensive knowledge base with which to consider all possible relevant ethical codes and build professional development. Students will be evaluated based on knowledge of the content of the readings, quality of the contributions, and application of concepts to clinical cases and ethical vignettes.
For those students who would be disadvantaged by grading on the basis of group participation, three typed one page reaction papers on ethical/legal topics of your choosing can be substituted (5 points per reaction paper, for a total of 15 points).
2. Class Presentation on Agency Placement (5 points) :
As part of this requirement, each student will give a 10 minute presentation regarding their placement using the following format: · Name of Agency · Type of agency (e.g., day treatment, school based program, outpatient clinic, etc.) · Community served/Types of patients · Fees and who gets them and who collects them · How many clients will you be seeing and who will they be (e.g., children, adolescents, families, adults, etc.)? · Have you been assigned a supervisor (Y/N) · How will supervision be conducted (e.g., direct observation, tapes, verbal report)? · How has the orientation process been? Are you made to feel welcome? · How have you presented your status as "trainee" to clients? · How have you talked about the length of time you will be at the clinic? · How will initial sessions be handled (who will be present, what will be covered)? · What ethical issues may arise during your placement?
3. Ethics Vignette Response (30 points)
In a 4-5 pp paper (double spaced), students will describe their ethical approach to a vignette. This includes identifying the relevant ethical principal(s) and code(s) and approach to resolving. This is an assignment designed to help you work through an ethical dilemna. This paper will be due prior to Thanksgiving, on 11/23/09. In addition, time will be provided in class after submission to discuss your vignette and response
Each paper should:
a) identify the legal, ethical and clinical issues in your vignette
b) cite laws and ethical regulations that pertain to these issues
c) explain the action that you would take to resolve the issues
d) explain what you would say to the client and other key people involved.
4. FormalCase Presentation for Consultation(15 points ) This assignment is designed as an exercise in differential diagnosis to develop your skill inassessing an actual clinical case. Recommended Sequence of Questions to be addressed in the Case Presentation:
1. Why are you presenting this case – what are you hoping to gain form the consultation?
2. What is the setting in which you are seeing this person?
3. Give a brief description of the general theoretical/therapeutic orientation that underlies the logic of your formulation.
4. Who is this person? Or, if you are seeing a couple or a family, who are the family members? (Descriptive material.)
5. What are the client(s) strengths?
6. What is the presenting problem?
a. How and when did the problem begin and what has been its course?
b. Have there been similar problems in the past?
c. Why did client enter therapy?
d. What are they hoping to achieve in therapy?
7. What is this person's/family's background and history? Focus on those aspects of history that help with understanding how the person/family came to the present problem.
8. What diagnoses are you considering? (this need not be a final diagnosis).
a. If you are seeing a couple or family, what is the structural or strategic diagnosis (if these are appropriate to your theoretical approach)? Are there family members who might receive DSM‑IV diagnoses? If so, what might they be?
b. Of those diagnoses considered for this person/family, what seems to fit best?
9. How do the problem, history and diagnosis fit together into a coherent picture? (This is the case formulation, and is the CORE of a case presentation because it is the basis for your intervention plan.)
a. Are there elements of the picture that are missing or unclear, and do these make it difficult to understand how or why the person/family is in the present situation?
10. What do you recommend as an appropriate therapeutic approach?
a. What issues would you focus on?
b. What are your goals?
c. What methods will you use to attain these goals?
d. What do you think will be the course and progress of treatment?
e. What obstacles will you encounter? Transference? Triangulation?
g. Do you like this person/family? Dislike them? What do you think you are responding to?
h. What have you or the client(s) already tried?
11. Summarize what you know by stating:
"This is a patient/family, who presents with _, which began _. The history suggests, and the person or family's current functioning suggests . The treatment approach I recommend is _.
12. What questions or concerns do you continue to have about this patient or your therapeutic approach?
5 . Three quizzes on ethics and law (5 pts each, total of 15 pts)
There will be three quizzes covering the APA ethical code, California law, and Professional Issues. These quizzes are designed to familiarize yourself with the type of questions that may appear on the Alliant and/or licensing exams.
6. Final Exam on APA Code of Ethics and California Law (20 points)
The final will also cover the APA ethical code, California law, and Professional Issues. The purpose is to prepare you for both CSPP’s and the psychologist licensing exam. Questions will reflect material that may appear on either.
The final exam will take place on December 14th. This exam will be a short answer and multiple choice exam.
Behavioral Expectations
Students may fail the course by reason of difficulty in meeting the behavioral expectation or requirements of the class, such as attendance, or timely completion of assignments or for violations of ethical and professional standards of care.
III. POLICIES AND PROCEDURES
1. Policies Related To Class Attendance, Lateness, Missed Exams or Assignments The University expects regular class attendance by all students. Each student is responsible for all academic work missed during absences including class notes and assignments. When an absence is necessary, students should contact the instructor as soon as possible. The student should get notes from another student who attended the class. See the University Catalog for the complete policy on attendance. More that two absences per semester may result in a "Mid-Semester Statement of Concern" and additional absences could result in "No Credit" in the course and a referral to the Psy.D. Program Student Evaluation and Review Committee (SERC). In keeping with the institution's commitment to respect and affirm cultural, religious, and spiritual diversity, the University supports the rights of students, staff, and faculty to observe religious/cultural/spiritual obligations that conflict with the University's schedule. Faculty instructors and staff/administrative supervisory personnel are expected to make reasonable accommodations when a student or an employee is absent from class or work because of religious/cultural/spiritual observance. A student who plans to be absent from class because of a religious/cultural/spiritual observance is expected to request accommodations by his/her instructors at least two weeks prior to the date in question, and preferably within the first two weeks of the semester. A student who makes such a request in advance must be given the opportunity to make up the work which was missed, provided that the make-up work does not create an unreasonable burden on the instructor or the University. Students should suffer no adverse or prejudicial effects for missing class when they have given due notice in advance. However, absence from classes or from examinations does not relieve students of the responsibility for meeting the course requirements. This policy does not change existing course or academic program policies with respect to the impact of absences or missed class time on the student's evaluation. However, instructors are encouraged to consider whether students, who, because of religious/cultural/spiritual observance, miss more than the expected class time, might do so without penalty. It is understood that the instructor's ability to do this will likely be based on the characteristics and expectations of the particular course and the importance of maintaining the quality of the academic program. Information on Participation/types of participation required by the course:Regular focus, attention and participation in class are expected. However, cultural differences in participation levels are understood. Thus, students who choose to participate less can earn points that would ordinarily be given for participation through short reaction papers on three ethical/legal topics of their choosing. Instructor Assumptions I understand that students in their second year in our program work very hard: the typical load includes a year long, intense psychodiagnostic assessment class, significantly increased clinical responsibilities and challenges at a new practicum, and the undertaking of the dissertation process, among other things. Nonetheless, I expect that all students will read the course material for this Clinical and Ethical Issues seminar very carefully, and will come to class prepared and ready to ask questions and engage in the material. All professional activities require a fundamental understanding, appreciation and willingness to adhere to the ethical and legal mandates that structure and guide practice and scholarship. Without such an understanding and commitment, it is not possible to be a competent professional. As such, this course is foundational for all of one’s future work as a psychologist. 2. Responsibility to Keep Copies Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps. 3. Respectful Speech and Actions Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern.
As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting. 4. Academic Code of Conduct and Ethics The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software. 5. Evaluation of Students’ Professional Development and Functioning In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B). 6. Disability Accommodations Request If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services or the Disability Coordinator, Nina Ghiselli, Psy.D. at nghiselli@alliant.edu. 7. Policy on Course Requirements During Religious Holidays Alliant International University does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, I do not penalize students on holy days. 8. Resources for Obtaining Tutoring or Other Student Support Services Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus. 9. Problem Solving Resources
If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at: http://www.alliant.edu/academic/studentproblemsolving/ Student_Grievance_Policy.pdf or contact the University Dean of Students at cbrewer@alliant.edu
IV. COURSE READINGS AND MATERIALS
Required Readings:
California Board of Psychology. (2009). California laws and regulations relating to the practice of psychology__. Sacramento, CA: California Department of Consumer Affairs. (available as a free download from http://www.psychboard.ca.gov/lawsregs/2009lawsregs.pdf). Note that I refer to this document in weekly course readings as “BOP laws and regs.”)
Ingram, B. (2006). Clinical Case Formulations: Matching the Integrative Treatment Plan to the Client . NY: Wiley
Koocher, G., & Keith-Spiegel (2008). Ethics in Psychology and the Mental Health Professions (3rd edition). NY: Oxford University Press.
Pope, K. & Vasquez, M. (2007). Ethics in Psychotherapy and Counseling: A Practical Guide (3rdedition). NY: Jossey-Bass .
Reserve readings: (available on Ereserves or Moodle, and, when indicated, in the library at the reserve desk)
Recommended Readings: The following resources are recommended to stay current with the field of professional psychology (some are available on line in full text format, and all are available in the library or by subscription):
American Psychologist (full text available online)
APA Monitor
California Psychologist (a publication of CPA, if member can sig-up for Capital notes and Progress notes listservs)
Clinical Research Digest (APA publication)
Journal of Clinical and Consulting Psychology (available through AIU online reserves)
Professional Psychology: Research and Practice (full text available on online)
V. Weekly Syllabus Reminder that Syllabus is Subject to Change
The weekly syllabus provides the general structure and content of the course. The exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty, or other needs. We may spend more time on some topics as needed, and conversely, may move more quickly over other topics. Readings, outside the text, will be assigned as the course progresses.
WEEK 1: August 31, 2009 Introduction and Course Overview, including structure Presentation sign-ups Overview of APA Ethics Code
Readings:
Koocher & Spiegel: Ethical Principles of Psychologists and Code of Conduct Appendix A (pages 549-567)
Pope & Vasquez, Chapter 7
WEEK 2: September 7, 2009 Labor Day Holiday: No Class
Readings: None
WEEK 3: September 14, 2009
Agency Presentations
How to do case presentations
Readings:
Teyber Ch. 1 (on E-reserve)
Meehl (1973): Why I do not attend case conferences (available at www.tc.umn.edu/~pemeehl/099caseconference.pdf)
WEEK 4: September 21, 2009**
Agency Presentations, con’t
Begin weekly case presentations
WEEK 5: September 28, 2009 Practicing Ethically Ethical Decision Making Readings:
Koocher & Keith-Spiegel, Chapters 1 & 2
Pope & Vasquez, Ch 1 & 9
Bowers, M., & Pipes, R. (2000). Influence of consultation on ethical decision making: An analogue study. Ethics & Behavior, 10(1), 65-79.
Hansen, Nancy Downing; Goldberg, Susan G. Navigating the nuances: a matrix of considerations for ethical-legal dilemmas. Professional Psychology: Research and Practice, Vol 30(5), Oct, 1999. pp. 495-503.
Knapp, S., Gottlieb, M., Berman, J., & Handelsman, M. (2007, February). When Laws and Ethics Collide: What Should Psychologists Do? Professional Psychology: Research and Practice, 38(1), 54-59.
Pipes R, Holstein J, Aguirre M. (May 2005). Examining the Personal- Professional Distinction: Ethics Codes and the Difficulty of Drawing a Boundary. American Psychologist, 60(4):325-334.
Hatcher, R. L. & Lassiter, K. D. (2007). Initial training in professional psychology: The Practicum Competencies Outline. Training and Education in Professional Psychology, 1, 49-63.
Gizara, S.S. & Forest, L. (2004). Supervisors’ Experiences of Trainee Impairment and Incompetence at APA-Accredited Internship Sites. Professional Psychology: Research and Practice, 35(2), 131-140.
Croarkin P., Berg J.S., Spira J.L. (2003) Informed Consent for Psychotherapy: A Look at Providers’ Understanding, Opinions and Practices. American Journal of Psychotherapy, 57 (2) 386-400.
Pomerantz, A. M. (2005). Increasingly informed consent: Discussing distinct aspects of psychotherapy at different points in time. Ethics & Behavior, 15, 351-360.
Pomerantz, A. M. & Handelsman, M. M. (2004). Informed consent revisited: An updated written question format. Professional Psychology: Research and Practice, 35, 201-205.
WEEK 9: October 26, 2009 Confidentiality “Ownership”
Readings:
Pope & Vasquez, Ch. 16
Koocher & Keith-Spiegel, Ch. 8
Fisher, M. (2009, February). Replacing 'who is the client?' with a different ethical question. Professional Psychology: Research and Practice, 40(1), 1-7.
Fisher, M. (2008, January). Protecting confidentiality rights: The need for an ethical practice model. American Psychologist, 63(1), 1-13.
Pipes, R., Blevins, T., & Kluck, A. (2008, October). Confidentiality, ethics, and informed consent. American Psychologist, 63(7), 623-624.
Fisher, M. (2008, October). Clarifying confidentiality with the ethical practice model. American Psychologist, 63(7), 624-625.
BOP laws and regs 2009--Evidence Code (see §1124; 2006) & Civil Code §42.93 (2006)
Donner, M., VandeCreek, L., Gonsiorek, J., & Fisher, C. (2008, June). Balancing confidentiality: Protecting privacy and protecting the public. Professional Psychology: Research and Practice, 39(3), 369-376.
Monahan, J. (1993). Limiting therapist exposure to Tarasoff
liability: Guidelines for risk containment. American Psychologist, 48, 242- 250.
WEEK 11: November 9, 2009 Confidentiality Limits – Abuse Reporting
Readings: BOP laws and regs 2009: Review Updated Elder & Dependent Adult
Reporting Law & Child Abuse Reporting Law; HIV Law; Evidence Code
Sections
Kalichman, Seth C.; In: Mandated reporting of suspected child abuse: Ethics, law, & policy (2nd ed.). Kalichman, Seth C.; Washington, DC, US: American Psychological Association, 1999. pp. 43-63.
WEEK 12: November 16, 2009**
QUIZ 2
Note Taking Record Keeping
Readings: Koocher & Keith-Spiegel, Ch. 8
BOP laws and regs 2009: Patient Access Laws pp. 219-229
American Psychologist Association (December, 2007). Record Keeping Guidelines. American Psychologist, pp.993-1004
Fulero, S., & Wilbert, J. (1988, December). Record-keeping practices of clinical and counseling psychologists: A survey of practitioners. Professional Psychology: Research and Practice, 19(6), 658-660
Knapp, S., & VandeCreek, L. (2006). Confidentiality, privileged communications, and record keeping. Practical ethics for psychologists: A positive approach (pp. 111-128). Washington, DC US: American Psychological Association.
Soisson, VandeCreek, & Knapp. (1987). Thorough record keeping: A good defense in a litigious era.Professional Psychology: Research and Practice, 18(5), 498-502.
Knapp, S., VandeCreek, L. (December, 2007). When values of different cultures conflict: Ethical decision making in a multicultural context. Professional psychology: Research and practice, vol 38(6), 660-666.
WEEK 14: November 30, 2009 Boundaries (non-sexual) Self-Disclosure
Readings:
Pope & Vasquez, Ch.14
Koocher & Keith-Spiegel, Ch. 10
Zur, O., Lehavot, K, Knapp, S. (February, 2009). Psychotherapist self- disclosure and transparency in the internet age. Professional Psychology: Research and practice, Vol 40(1), pp.22-30.
WEEK 15: December 7, 2009**
QUIZ 3
Catch-up Review
WEEK 16: December 14, 2009**
FINAL
Appendix A**
Academic Standing Status for CSPP Doctoral Students
Use the following grade equivalencies to translate campus based to CSPP systems.
A & B = Credit with no “some concerns” or no “serious concerns”
C = marginal pass or “some concerns”
D/F = fail or “serious concerns”
In the following, substitute the grade equivalencies from above.
Good Academic Standing – Any record of performance which does not qualify for Warning, Probation, Termination, or all A and B’s.
Warning – One grade of C or lower
Probation – (a) In the first 60 units of the program: Two C’s OR one C and one D/F. (b) During the entire program: Three C’s OR one D/F and one C
Termination – Students will be terminated from the program if their GPA falls below a 3.0 or if they are on probation for 2 terms.
Related Issues:
1. Students placed on academic warning or probation status will return to good standing upon receiving of all A/B’s in the semester following the semester which qualified the person for warning/probation status.
2. Students must repeat a course for which a no credit grade is received. Both grades will remain on the transcript.
3. Students may be placed on warning, probation, or terminated for other performance, ethical or professional behavior, such as acts of misconduct, unprofessional behavior, failure to complete 67% of the units attempted every academic year, failure to complete their educational program within a reasonable period of time, or failure to pass comprehensive, preliminary, or other competency exams (Please refer to local program and system-wide polices).
4. A student may be required to take a mandatory leave of absence, a modified sequence or reduced load of courses, or to repeat or take additional courses if their academic work or professional development requires serious remediation. Appendix B Student Disclosure of Personal Information
(Adapted from the Student Competence Task Force of the Council of Chairs of Training Councils (CCTC), http://www.apa.org/ed/graduate/cctc.html, December 4, 2003)
Professional helpers are expected to demonstrate competence within and across a number of different but interrelated dimensions. Because programs that educate and train professional helpers also strive to protect the public and profession, faculty, training staff, and supervisors in such programs have a legitimate and vested interest in the comprehensive evaluation of student
competence to include multiple aspects of development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical).
In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students.
Faculty, staff, and supervisors have a professional, ethical, and potentially legal obligation to: (a) evaluate the interpersonal competence and emotional well being of student trainees who are under their supervision, and who provide services to clients and consumers, and (b) ensure—insofar as possible—that the trainees who complete their programs are competent to manage future relationships (e.g., client, collegial, professional, public, scholarly, supervisory, and teaching) in an effective and appropriate manner.
Faculty, staff, and supervisors will evaluate student competence in areas other than coursework, seminars, scholarship, comprehensive examinations, or related program requirements. Students may therefore be required to participate in learning activities that require different levels of self-disclosure. These multiple evaluative areas include, but are not limited to, demonstration of sufficient: (a) interpersonal and professional competence (e.g., the ways in which students relate to clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories); (b) self-awareness, self-reflection, and self-evaluation (e.g., knowledge of the content and potential impact of one's own beliefs and values on clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories); (c) openness to processes of supervision (e.g., the ability and willingness to explore issues that either interfere with the appropriate provision of care or impede professional development or functioning); and (d) resolution of problems or issues that interfere with professional development or functioning in a satisfactory manner (e.g., by responding constructively to feedback from supervisors or program faculty; by participating in personal therapy in order to resolve problems or issues).
CALIFORNIA SCHOOL OF PROFESSIONAL PSYCHOLOGY (CSPP)
One Beach Street, Suite 100
San Francisco, CA 94133
(415) 955-2100
Course Title: Seminar in Clinical and Ethical Issues
Course Number: PSY 7505 A8
Units: 2 per semesterSchool: CSPP-San Francisco
Term and Year: Fall 2009
Day/Time: Mondays 6:10 – 8:00 PM
Room: 210
INSTRUCTOR: Stefanie F. Smith Ph.D.
Contact Email: ssmith@stefaniefsmithphd.com
Contact Phone: (415) 668-2622 ext 212
Office Hours: by appointment
Grading: Letter grade
OPEN TO YEAR LEVEL: G-2
I. RATIONALE:
The Psy.D. and Ph.D. Clinical psychology programs are organized to enable students to build sequentially on knowledge and skills. This course is part of the shared Psy.D./Ph.D program. Each practicum experience is complimented by a didactic course for the purposes of accomplishing this integration. The second year Clinical and Ethical Issues Seminar course is the didactic course that accompanies the G-2 practicum experience. In this course students consolidate G-1 level clinical competencies and master G-2 level clinical competencies. Students draw upon skills and knowledge obtained in the first year of the program and build upon them.
More specifically, this course addresses the learning outcome of becoming familiar with written case presentation methods, ethical issues, and legal issues related to the practice of psychology.
Each course in the PsyD and PhD program is designed to accomplish program specific learning outcomes (or training goals and objectives). This course is related to the outcome of developing graduates who use ethical principles as a guide for professional practice and self-evaluation as a basis for professional growth. Ethical knowledge, commitment, and integrity, and an understanding of legal rules governing the practice of psychology are fundamental to the formation of competent, effective psychologists. This is a core course in providing this necessary knowledge and understanding, and provides essential knowledge required to meet ethical standards articulated by the APA, and by other governing organizations and institutions.
II. COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES AND ASSESSMENT:
A. COURSE DESCRIPTION AND PURPOSE:
Taken concurrently with Field Practicum I by second-year clinical Ph.D. students and with Field Practicum II by clinical Psy.D. students, this seminar provides a small group format for field placement advising, discussion of agency entry issues and preparation of clinical case materials. Particular emphasis is placed on developing competency in history taking and initial interviewing, case formulation and treatment planning, and the understanding of ethical and professional issues in the context of fieldwork.
B. Purpose of the Course
The purpose of this course is to give an overview of ethical and legal issues in the context of clinical practice. Thus, in addition to developing skills in case presentation and formulation, students will develop knowledge in psychotherapy and the ethical and legal context within which they will practice. Students also will focus on the clinical and ethical dimensions of their current placement experiences, as well as a structure and practice in case presentation methods.
C. LEARNING OUTCOMES:
Upon successful completion of the course, students will be able to:
1. Develop and structure a case presentation
2. Learn how to participate professionally in a case consultation
3. Identify a range of ethical issues
4. Increase understanding of ethical duties as developing psychologists
5. Apply an ethical problem solving method to address those concerns
6. Identify legal issues relevant to professional practice
7. Understand the legal rules governing reporting requirements and commitment practices
8. Understand and be able to apply California licensing law
D. INSTRUCTIONAL STRATEGY
This course format involves student questions and problem solving, lecture, discussion, reading and presentations to promote the development of ethical, professional work with clients. With some exceptions, most classes will begin with 30 minutes of clinical supervision and ethical problem solving related to students’ practicum experiences, including both formal and “informal” case presentations. The remainder of class will typically involve lectures on the topics designated in the schedule, discussions, and questions related to those topics. Students will use the web to access some of the course readings, and a fair number of resources related to legal issues
(particularly in the spring). Vignettes will be used to illustrate problems and solutions regarding ethical/legal concerns, and to serve as focal points for discussion and lecture.
Therefore, it is expected that students will come to class prepared to discuss the assigned readings. There is a tremendous amount of material to cover, so class discussion and lectures serve to summarize and augment, but not duplicate, the readings. The class will employ various activities to accommodate all types of learners. Generally, the class activities will consist of lecture, video clips, discussion of assigned readings, and small group case study discussions.
D. MULTICULTURAL AND INTERNATIONAL ISSUES
Multicultural issues such as race, gender, class, age, disability, and sexual orientation will be integrated into the readings, lectures, discussions, and case studies. Cultural issues will be explored in terms of assessment, diagnosis, and treatment of multicultural groups. Multicultural diagnostic and ethical considerations related to the assessment of various types of mental disorders will be integrated into assigned readings, lecture, and discussion throughout the course.
E. COURSE REQUIREMENTS AND ASSESSMENT METHODS
Student learning will be assessed through four methods:
1. Class Attendance and Participation (15 points)
2. Placement Presentation (5 points)
3. Ethics vignette response (30 points);
4. Formal case presentation for consultation (15 points)
5. Three quizzes on ethical/legal issues (5 points each, for a total of 15 points)
6. Ethics and Legal Codes final (20 points)
Course grading: 93 or above = A; 90 to 92 = A-; 87 to 89 = B+; 83 to 86 = B; 80 to 82 = B-; 77 to 79 = C+; 73 to 76 = C; 70 to 72 = C-; 60 – 69 = D; 59 or below = F. Note that graduate students must maintain a B average.
- Class Attendance and Participation (15 points)
Class Attendance: Class attendance is embedded within the participation requirement for this course. In light of students’ professional development, it is expected that students attend every class and arrive on time. Students must attend every class with the exception of an excused absence (serious illness or emergency) which needs to be discussed with the instructor.Class Participation: Active participation in this course is an important component of evaluating student competence. Therefore, it is essential that students prepare for each class by completing the required readings, and reviewing the relevant ethics code(s). Active participation may take the form of: (1) in class discussions of the readings, (2) questions regarding readings and/or themes discussed in class, and (3) participation in class activities. In addition, it is expected that students will continuously integrate new learning each week with the previously learned material to build a comprehensive knowledge base with which to consider all possible relevant ethical codes and build professional development. Students will be evaluated based on knowledge of the content of the readings, quality of the contributions, and application of concepts to clinical cases and ethical vignettes.
For those students who would be disadvantaged by grading on the basis of group participation, three typed one page reaction papers on ethical/legal topics of your choosing can be substituted (5 points per reaction paper, for a total of 15 points).
2. Class Presentation on Agency Placement (5 points) :
As part of this requirement, each student will give a 10 minute presentation regarding their placement using the following format:
· Name of Agency
· Type of agency (e.g., day treatment, school based program, outpatient clinic, etc.)
· Community served/Types of patients
· Fees and who gets them and who collects them
· How many clients will you be seeing and who will they be (e.g., children, adolescents, families, adults, etc.)?
· Have you been assigned a supervisor (Y/N)
· How will supervision be conducted (e.g., direct observation, tapes, verbal report)?
· How has the orientation process been? Are you made to feel welcome?
· How have you presented your status as "trainee" to clients?
· How have you talked about the length of time you will be at the clinic?
· How will initial sessions be handled (who will be present, what will be covered)?
· What ethical issues may arise during your placement?
3. Ethics Vignette Response (30 points)
In a 4-5 pp paper (double spaced), students will describe their ethical approach to a vignette. This includes identifying the relevant ethical principal(s) and code(s) and approach to resolving. This is an assignment designed to help you work through an ethical dilemna. This paper will be due prior to Thanksgiving, on 11/23/09. In addition, time will be provided in class after submission to discuss your vignette and response
Each paper should:
a) identify the legal, ethical and clinical issues in your vignette
b) cite laws and ethical regulations that pertain to these issues
c) explain the action that you would take to resolve the issues
d) explain what you would say to the client and other key people involved.
4. Formal Case Presentation for Consultation (15 points )
This assignment is designed as an exercise in differential diagnosis to develop your skill in assessing an actual clinical case. Recommended Sequence of Questions to be addressed in the Case Presentation:
1. Why are you presenting this case – what are you hoping to gain form the consultation?
2. What is the setting in which you are seeing this person?
3. Give a brief description of the general theoretical/therapeutic orientation that underlies the logic of your formulation.
4. Who is this person? Or, if you are seeing a couple or a family, who are the family members? (Descriptive material.)
5. What are the client(s) strengths?
6. What is the presenting problem?
a. How and when did the problem begin and what has been its course?
b. Have there been similar problems in the past?
c. Why did client enter therapy?
d. What are they hoping to achieve in therapy?
7. What is this person's/family's background and history? Focus on those aspects of history that help with understanding how the person/family came to the present problem.
8. What diagnoses are you considering? (this need not be a final diagnosis).
a. If you are seeing a couple or family, what is the structural or strategic diagnosis (if these are appropriate to your theoretical approach)? Are there family members who might receive DSM‑IV diagnoses? If so, what might they be?
b. Of those diagnoses considered for this person/family, what seems to fit best?
9. How do the problem, history and diagnosis fit together into a coherent picture? (This is the case formulation, and is the CORE of a case presentation because it is the basis for your intervention plan.)
a. Are there elements of the picture that are missing or unclear, and do these make it difficult to understand how or why the person/family is in the present situation?
10. What do you recommend as an appropriate therapeutic approach?
a. What issues would you focus on?
b. What are your goals?
c. What methods will you use to attain these goals?
d. What do you think will be the course and progress of treatment?
e. What obstacles will you encounter? Transference? Triangulation?
g. Do you like this person/family? Dislike them? What do you think you are responding to?
h. What have you or the client(s) already tried?
11. Summarize what you know by stating:
"This is a patient/family, who presents with _, which began _. The history suggests, and the person or family's current functioning suggests . The treatment approach I recommend is _.
12. What questions or concerns do you continue to have about this patient or your therapeutic approach?
5 . Three quizzes on ethics and law (5 pts each, total of 15 pts)
There will be three quizzes covering the APA ethical code, California law, and Professional Issues. These quizzes are designed to familiarize yourself with the type of questions that may appear on the Alliant and/or licensing exams.
6. Final Exam on APA Code of Ethics and California Law (20 points)
The final will also cover the APA ethical code, California law, and Professional Issues. The purpose is to prepare you for both CSPP’s and the psychologist licensing exam. Questions will reflect material that may appear on either.
The final exam will take place on December 14th. This exam will be a short answer and multiple choice exam.
Behavioral Expectations
Students may fail the course by reason of difficulty in meeting the behavioral expectation or requirements of the class, such as attendance, or timely completion of assignments or for violations of ethical and professional standards of care.
III. POLICIES AND PROCEDURES
1. Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. Each student is responsible for all academic work missed during absences including class notes and assignments. When an absence is necessary, students should contact the instructor as soon as possible. The student should get notes from another student who attended the class. See the University Catalog for the complete policy on attendance. More that two absences per semester may result in a "Mid-Semester Statement of Concern" and additional absences could result in "No Credit" in the course and a referral to the Psy.D. Program Student Evaluation and Review Committee (SERC).
In keeping with the institution's commitment to respect and affirm cultural, religious, and spiritual diversity, the University supports the rights of students, staff, and faculty to observe religious/cultural/spiritual obligations that conflict with the University's schedule. Faculty instructors and staff/administrative supervisory personnel are expected to make reasonable accommodations when a student or an employee is absent from class or work because of religious/cultural/spiritual observance.
A student who plans to be absent from class because of a religious/cultural/spiritual observance is expected to request accommodations by his/her instructors at least two weeks prior to the date in question, and preferably within the first two weeks of the semester. A student who makes such a request in advance must be given the opportunity to make up the work which was missed, provided that the make-up work does not create an unreasonable burden on the instructor or the University. Students should suffer no adverse or prejudicial effects for missing class when they have given due notice in advance. However, absence from classes or from examinations does not relieve students of the responsibility for meeting the course requirements. This policy does not change existing course or academic program policies with respect to the impact of absences or missed class time on the student's evaluation. However, instructors are encouraged to consider whether students, who, because of religious/cultural/spiritual observance, miss more than the expected class time, might do so without penalty. It is understood that the instructor's ability to do this will likely be based on the characteristics and expectations of the particular course and the importance of maintaining the quality of the academic program.
Information on Participation/types of participation required by the course: Regular focus, attention and participation in class are expected. However, cultural differences in participation levels are understood. Thus, students who choose to participate less can earn points that would ordinarily be given for participation through short reaction papers on three ethical/legal topics of their choosing.
Instructor Assumptions
I understand that students in their second year in our program work very hard: the typical load includes a year long, intense psychodiagnostic assessment class, significantly increased clinical responsibilities and challenges at a new practicum, and the undertaking of the dissertation process, among other things. Nonetheless, I expect that all students will read the course material for this Clinical and Ethical Issues seminar very carefully, and will come to class prepared and ready to ask questions and engage in the material. All professional activities require a fundamental understanding, appreciation and willingness to adhere to the ethical and legal mandates that structure and guide practice and scholarship. Without such an understanding and commitment, it is not possible to be a competent professional. As such, this course is foundational for all of one’s future work as a psychologist.
2. Responsibility to Keep Copies
Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps.
3. Respectful Speech and Actions
Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern.
As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting.
4. Academic Code of Conduct and Ethics
The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software.
5. Evaluation of Students’ Professional Development and Functioning
In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B).
6. Disability Accommodations Request
If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services or the Disability Coordinator, Nina Ghiselli, Psy.D. at nghiselli@alliant.edu.
7. Policy on Course Requirements During Religious Holidays
Alliant International University does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, I do not penalize students on holy days.
8. Resources for Obtaining Tutoring or Other Student Support Services
Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus.
9. Problem Solving Resources
If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at: http://www.alliant.edu/academic/studentproblemsolving/ Student_Grievance_Policy.pdf or contact the University Dean of Students at cbrewer@alliant.edu
IV. COURSE READINGS AND MATERIALS
Required Readings:
California Board of Psychology. (2009). California laws and regulations relating to the practice of psychology__. Sacramento, CA: California Department of Consumer Affairs. (available as a free download from http://www.psychboard.ca.gov/lawsregs/2009lawsregs.pdf). Note that I refer to this document in weekly course readings as “BOP laws and regs.”)
Ingram, B. (2006). Clinical Case Formulations: Matching the Integrative Treatment Plan to the Client . NY: Wiley
Koocher, G., & Keith-Spiegel (2008). Ethics in Psychology and the Mental Health Professions (3rd edition). NY: Oxford University Press.
Pope, K. & Vasquez, M. (2007). Ethics in Psychotherapy and Counseling: A Practical Guide (3rd edition). NY: Jossey-Bass .
Reserve readings: (available on Ereserves or Moodle, and, when indicated, in the library at the reserve desk)
Recommended Readings:
The following resources are recommended to stay current with the field of professional psychology (some are available on line in full text format, and all are available in the library or by subscription):
American Psychologist (full text available online)
APA Monitor
California Psychologist (a publication of CPA, if member can sig-up for Capital notes and Progress notes listservs)
Clinical Research Digest (APA publication)
Journal of Clinical and Consulting Psychology (available through AIU online reserves)
Professional Psychology: Research and Practice (full text available on online)
V. Weekly Syllabus
Reminder that Syllabus is Subject to Change
The weekly syllabus provides the general structure and content of the course. The exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty, or other needs. We may spend more time on some topics as needed, and conversely, may move more quickly over other topics. Readings, outside the text, will be assigned as the course progresses.
WEEK 1: August 31, 2009
Introduction and Course Overview, including structure
Presentation sign-ups
Overview of APA Ethics Code
Readings:
Koocher & Spiegel: Ethical Principles of Psychologists and Code of Conduct Appendix A (pages 549-567)
Pope & Vasquez, Chapter 7
WEEK 2: September 7, 2009
Labor Day Holiday: No Class
Readings: None
WEEK 3: September 14, 2009
- Agency Presentations
How to do case presentationsReadings:
Teyber Ch. 1 (on E-reserve)
Meehl (1973): Why I do not attend case conferences (available at www.tc.umn.edu/~pemeehl/099caseconference.pdf)
WEEK 4: September 21, 2009**
WEEK 5: September 28, 2009
Practicing Ethically
Ethical Decision Making
Readings:
Koocher & Keith-Spiegel, Chapters 1 & 2
Pope & Vasquez, Ch 1 & 9
Bowers, M., & Pipes, R. (2000). Influence of consultation on ethical decision making: An analogue study. Ethics & Behavior, 10(1), 65-79.
Hansen, Nancy Downing; Goldberg, Susan G. Navigating the nuances: a matrix of considerations for ethical-legal dilemmas. Professional Psychology: Research and Practice, Vol 30(5), Oct, 1999. pp. 495-503.
WEEK 6: October 5, 2009
Resolving Ethical Issues
Readings:
Pope & Vasquez, Ch.2 & 8
Koocher & Keith-Spiegel, Ch. 3
Knapp, S., Gottlieb, M., Berman, J., & Handelsman, M. (2007, February). When Laws and Ethics Collide: What Should Psychologists Do? Professional Psychology: Research and Practice, 38(1), 54-59.
Pipes R, Holstein J, Aguirre M. (May 2005). Examining the Personal- Professional Distinction: Ethics Codes and the Difficulty of Drawing a Boundary. American Psychologist, 60(4):325-334.
WEEK 7: October 12, 2009
Competence
Readings:
Pope & Vasquez, Ch. 4
Koocher & Keith-Spiegel, Ch 5 (pp.101-110)
BOP laws and regs 2009 (pp. 20-56; 63-117)
Hatcher, R. L. & Lassiter, K. D. (2007). Initial training in professional psychology: The Practicum Competencies Outline. Training and Education in Professional Psychology, 1, 49-63.
Gizara, S.S. & Forest, L. (2004). Supervisors’ Experiences of Trainee Impairment and Incompetence at APA-Accredited Internship Sites. Professional Psychology: Research and Practice, 35(2), 131-140.
WEEK 8: October 19, 2009
- QUIZ 1
Informed consentWhat to include and who consents
Readings:
Pope & Vasquez, Ch 10 & 11
Koocher & Keith-Spiegel, Ch 5 (pp.113-117)
Croarkin P., Berg J.S., Spira J.L. (2003) Informed Consent for Psychotherapy: A Look at Providers’ Understanding, Opinions and Practices. American Journal of Psychotherapy, 57 (2) 386-400.
Pomerantz, A. M. (2005). Increasingly informed consent: Discussing distinct aspects of psychotherapy at different points in time. Ethics & Behavior, 15, 351-360.
Pomerantz, A. M. & Handelsman, M. M. (2004). Informed consent revisited: An updated written question format. Professional Psychology: Research and Practice, 35, 201-205.
WEEK 9: October 26, 2009
Confidentiality
“Ownership”
Readings:
Pope & Vasquez, Ch. 16
Koocher & Keith-Spiegel, Ch. 8
Fisher, M. (2009, February). Replacing 'who is the client?' with a different ethical question. Professional Psychology: Research and Practice, 40(1), 1-7.
Fisher, M. (2008, January). Protecting confidentiality rights: The need for an ethical practice model. American Psychologist, 63(1), 1-13.
Pipes, R., Blevins, T., & Kluck, A. (2008, October). Confidentiality, ethics, and informed consent. American Psychologist, 63(7), 623-624.
Fisher, M. (2008, October). Clarifying confidentiality with the ethical practice model. American Psychologist, 63(7), 624-625.
WEEK 10: November 2, 2009
Confidentiality Limits – Dangerousness
Risk Assessment
Readings:
Pope & Vasquez, Ch. 17
BOP laws and regs 2009--Evidence Code (see §1124; 2006) & Civil Code §42.93 (2006)
Donner, M., VandeCreek, L., Gonsiorek, J., & Fisher, C. (2008, June). Balancing confidentiality: Protecting privacy and protecting the public. Professional Psychology: Research and Practice, 39(3), 369-376.
Monahan, J. (1993). Limiting therapist exposure to Tarasoff
liability: Guidelines for risk containment. American Psychologist, 48, 242- 250.
WEEK 11: November 9, 2009
Confidentiality Limits – Abuse Reporting
Readings:
BOP laws and regs 2009: Review Updated Elder & Dependent Adult
Reporting Law & Child Abuse Reporting Law; HIV Law; Evidence Code
Sections
Kalichman, Seth C.; In: Mandated reporting of suspected child abuse: Ethics, law, & policy (2nd ed.). Kalichman, Seth C.; Washington, DC, US: American Psychological Association, 1999. pp. 43-63.
WEEK 12: November 16, 2009**
- QUIZ 2
Note TakingRecord Keeping
Readings:
Koocher & Keith-Spiegel, Ch. 8
BOP laws and regs 2009: Patient Access Laws pp. 219-229
American Psychologist Association (December, 2007). Record Keeping Guidelines. American Psychologist, pp.993-1004
Fulero, S., & Wilbert, J. (1988, December). Record-keeping practices of clinical and counseling psychologists: A survey of practitioners. Professional Psychology: Research and Practice, 19(6), 658-660
Knapp, S., & VandeCreek, L. (2006). Confidentiality, privileged communications, and record keeping. Practical ethics for psychologists: A positive approach (pp. 111-128). Washington, DC US: American Psychological Association.
Soisson, VandeCreek, & Knapp. (1987). Thorough record keeping: A good defense in a litigious era. Professional Psychology: Research and Practice, 18(5), 498-502.
WEEK 13: November 23, 2009**
- Ethics vignette response due
Multicultural Issues & EthicsReadings:
Pope & Vasquez Ch. 15
Koocher & Keith-Spiegel, Ch. 5 (pp. 110-113)
APA (2005) Guidelines for providers of psychological services to ethnic,
linguistic, and culturally diverse populations. Available at
http://www.apa.org/pi/multiculturalguidelines/homepage.html
(2000). Accessible at
http://www.apa.org/pi/lgbc/publications/guidelines.html
Knapp, S., VandeCreek, L. (December, 2007). When values of different cultures conflict: Ethical decision making in a multicultural context. Professional psychology: Research and practice, vol 38(6), 660-666.
WEEK 14: November 30, 2009
Boundaries (non-sexual)
Self-Disclosure
Readings:
Pope & Vasquez, Ch.14
Koocher & Keith-Spiegel, Ch. 10
Zur, O., Lehavot, K, Knapp, S. (February, 2009). Psychotherapist self- disclosure and transparency in the internet age. Professional Psychology: Research and practice, Vol 40(1), pp.22-30.
WEEK 15: December 7, 2009**
- QUIZ 3
Catch-upReview
WEEK 16: December 14, 2009**
Appendix A**
Academic Standing Status for CSPP Doctoral Students
Use the following grade equivalencies to translate campus based to CSPP systems.
A & B = Credit with no “some concerns” or no “serious concerns”
C = marginal pass or “some concerns”
D/F = fail or “serious concerns”
In the following, substitute the grade equivalencies from above.
Good Academic Standing – Any record of performance which does not qualify for Warning, Probation, Termination, or all A and B’s.
Warning – One grade of C or lower
Probation – (a) In the first 60 units of the program: Two C’s OR one C and one D/F. (b) During the entire program: Three C’s OR one D/F and one C
Termination – Students will be terminated from the program if their GPA falls below a 3.0 or if they are on probation for 2 terms.
Related Issues:
1. Students placed on academic warning or probation status will return to good standing upon receiving of all A/B’s in the semester following the semester which qualified the person for warning/probation status.
2. Students must repeat a course for which a no credit grade is received. Both grades will remain on the transcript.
3. Students may be placed on warning, probation, or terminated for other performance, ethical or professional behavior, such as acts of misconduct, unprofessional behavior, failure to complete 67% of the units attempted every academic year, failure to complete their educational program within a reasonable period of time, or failure to pass comprehensive, preliminary, or other competency exams (Please refer to local program and system-wide polices).
4. A student may be required to take a mandatory leave of absence, a modified sequence or reduced load of courses, or to repeat or take additional courses if their academic work or professional development requires serious remediation.
Appendix B
Student Disclosure of Personal Information
(Adapted from the Student Competence Task Force of the Council of Chairs of Training Councils (CCTC), http://www.apa.org/ed/graduate/cctc.html, December 4, 2003)
Professional helpers are expected to demonstrate competence within and across a number of different but interrelated dimensions. Because programs that educate and train professional helpers also strive to protect the public and profession, faculty, training staff, and supervisors in such programs have a legitimate and vested interest in the comprehensive evaluation of student
competence to include multiple aspects of development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical).
In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students.
Faculty, staff, and supervisors have a professional, ethical, and potentially legal obligation to: (a) evaluate the interpersonal competence and emotional well being of student trainees who are under their supervision, and who provide services to clients and consumers, and (b) ensure—insofar as possible—that the trainees who complete their programs are competent to manage future relationships (e.g., client, collegial, professional, public, scholarly, supervisory, and teaching) in an effective and appropriate manner.
Faculty, staff, and supervisors will evaluate student competence in areas other than coursework, seminars, scholarship, comprehensive examinations, or related program requirements. Students may therefore be required to participate in learning activities that require different levels of self-disclosure. These multiple evaluative areas include, but are not limited to, demonstration of sufficient: (a) interpersonal and professional competence (e.g., the ways in which students relate to clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories); (b) self-awareness, self-reflection, and self-evaluation (e.g., knowledge of the content and potential impact of one's own beliefs and values on clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories); (c) openness to processes of supervision (e.g., the ability and willingness to explore issues that either interfere with the appropriate provision of care or impede professional development or functioning); and (d) resolution of problems or issues that interfere with professional development or functioning in a satisfactory manner (e.g., by responding constructively to feedback from supervisors or program faculty; by participating in personal therapy in order to resolve problems or issues).